| The development of Internet leads informatization in various fields of society.Graphic organizer, as the product of informatization in education, is getting more and more attention. Teachers use graphic organizer in different scenes to improve the learning and to achieve teaching objectives. However, there are a lot of arguments about how to use graphic organizer effectively and related factors and explanations. In this research, we put it into a real circumstance to use concept map and flow chart as the instance of graphic organizer, and use the order of presentation of graphic organizer, spatial ability of student, intrinsic motivation of student, prior knowledge of student as the independent variables to explore the best method of using graphic organizer in teaching.The content of this research is divided into two aspects. One is the best teaching character of the graphic organizer in the class is before the teaching content as "the organizer", or in teaching content as a "the summary". Another one is the effect of graphic organizers brought about by the effect of learning in addition to the teaching level, there are different factors between students. In addition, this study also divides knowledge into declarative knowledge and procedural knowledge, and tries to find out the types of knowledge that graphic organizers are more suitable for teaching.After a semester of experimental study on the information technology class of Grade 7 in the middle school affiliated to Nanjing Normal University:1 In the process of teaching declarative knowledge, the best character of the graphic organizer is the "summary".2 students with high spatial ability or high level of knowledge can get better learning effect in graphic organizer.3 Graphic organizers can improve students’ intrinsic motivation, but intrinsic motivation has nothing to do with students’ learning effect.4 Graphic organizer is more suitable for teaching declarative knowledge. |
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